Play

“Such experiences is not just play…. It is work he must do in order to grow up.” 

-- Maria Montessori

I am so proud of the 2013-2014 yearbook cover artist!  (Fifth Grade) 

For most of my childhood, until the middle of third grade, I went to a Montessori school, which is the present day Montessori Country Day School in Flower Mound.  The Montessori philosophy is similar to TAB; the teacher introduces a new concept, tool, or technique to the students, and then guides them as they learn at their own pace.  Play is the work of a child; it is a highly engaging, memorable, whole child experience.  This week Kindergarten did an activity that I had heard of many times before, but had never seen in action until my student teacher tried it (successfully) with the kids last year. 

Dog with Spots (I love that little drawing!!!)

As the kids came in the room, a virtual tour of the Lascaux caves was playing on the projector.  We discussed what we saw on the cave walls, who might have drawn pictures there, and what tools they would have used.  I love telling the story of the four boys who found the cave when they were out playing one afternoon.  The kids recognize the animals on the cave walls, and understand that the people needed the animals for food and clothing.  They loved the hand prints on the cave walls, and when we got out the brown butcher paper, the kids immediately started tracing their hands.  Many also drew their pets, or their favorite wild animals.  Then came the best part:  I taped the butcher paper to hang on the sides of the tables to create caves, and the kids took turns with the flashlights to explore the cave walls.  Though this is not a TAB lesson, I believe it to be a valuable one.

I also believe in unstructured play as a means of storytelling.  Last year I watched a group of fifth grade boys act out an intricate battle scene with K'nex, "flying" them above an arena made from blocks.  When they were finished I asked the boys to document their battle in a drawing or written story, and they happily recorded, with rich details, the dramatic scene.  Clyde Gaw's chapter "The Art of Boys" in The Learner Directed Classroom was very thought-provoking, and influential in shifting my thinking on this type of play.  In past years I may have said, "Okay, enough playing, keep building with the blocks, or go draw what you have built", but when we lost Drama at our school two years ago, I began searching for ways to fill the void.  My young artists need the opportunity to learn empathy through role playing, and to express and develop their ideas through improvisation.  The young artists then reflect on their learning through artwork, and artist statements.